Administrative Procedures 210 Services for Students with Diverse Needs Adopted: June 28, 2011

Amended: May 5, 2016 External References: Internal References:  Education Act: Sections 85, 87, 109, 141, 142, 145,  AP 210 Services for Students with Diverse Needs - 146, 156, 175, 178, 185, 186, 186.1, 187, 231 Appendix – A – Annual Student Support Teacher  Education Regulations: Sections 48, 49, 50, 51, 52 Calendar  AP 210 Services for Students with Diverse Needs - Appendix – B – Apple iOS Technology Student Support Services  Form 210-1 Recommendation for Student Programming/Placement  Form 210-2 Student Support Teacher Report Template  Form 210-3 Student Support Team Meeting Template  Form 210-4 Student Support Plan Adaptive Dimension/Differentiated Instruction  Form 210-5 School Level Intervention Process Pre- Referral Checklist  Form 210-6 Referral to Student Support Services  Form 210-7 Referral to Student Support Services Parent/Guardian Information  Form 210-8 Referral for Early Childhood Intervention Consultation  Form 210-10 Student Support Services Consultation Notes  Form 210-11 Exchange of Confidential Student Information  Form 210-12 Record of Caseload Speech- Language/Occupational Therapy Services  Form 210-13 Student Support Services Post Assessment Meeting and Follow Up Plan  Form 210-14 Student Support Services Request for Special Program  Form 210-15 Planning Support for Student Independence  Form 210-16 Parent Guardian Consent for Student Support Services Consult  Form 210-17 Assistive Technology Team Meeting Template  Form 210-18 Assistive Technology Transfer  Form 210-19 Inclusion and Intervention Plan Rubric (ISIS)  Form 353-6 Record of School Visit Counselling Services  Student Diversity Handbook  Sport/Physical Activity Handbook

Background

The Division recognizes its responsibilities toward the education of students with diverse needs. The Board approves the provision of diverse programs, facilities and services as recommended by the Director or designate to meet the needs of these students.

The Division adheres to the concept of placing students in their most enabling environment, and supports the process of inclusion of students with diverse needs.

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1. General 1.1 The Director or designate is responsible for the implementation, maintenance and supervision of programs and services for students with diverse needs. 1.2 The Director or designate has the authority to delegate the implementation and ongoing development and operations of the student support services program to supervisors, consultants, teachers and other Division employees involved in the delivery of special services. 1.3 The Director or designate is to maintain in a current and up-to-date status the Division’s Student Diversity Handbook. 1.4 The Student Diversity Handbook is to outline in specific detail the delivery system for student support services within the school. It is to be consistent with the vision, mission, guiding principles and goals of the Division, and in accordance with the policies of the Ministry of Education and the Education Act.

2. Intensive Needs Identification and Supports 2.1 Requests for supports for intensive needs students must be directed to the Superintendent of Education with responsibility for Student Support Services. 2.2 Educational Assistant Casuals 2.2.1 Approval must be given for all casual Educational Assistants to provide support for students with intensive needs, including: 2.2.1.1 Positions projected for the fall of the current school year but not yet filled. 2.2.1.2 For new students whose needs are self-evident until an Impact Assessment Identification of Students Requiring Intensive Supports (ISIS) assessment can be completed by the school team with the Student Support Services Consultant.

3. Special Programs 3.1 Approval must be given for special programs for students with intensive needs where transportation costs may be incurred. These would include, but not be limited to therapeutic swim programs, bowling and other recreational activities for students in alternative education and functional integrated programs. The following parameters will guide the process: 3.1.1 Programs must be recommended by the appropriate student support services personnel (i.e. therapeutic swim programs to be recommended by an occupational or physical therapist who has done an assessment of the student’s needs) or consultant. 3.1.2 Transportation, support staff and certified instructor costs will be covered by the Division upon Superintendent approval. 3.1.2.1 User fees for the program (i.e. bowling or swimming as leisure activities at a local pool) are covered by the school. Please refer to the Sport/Physical Activity Handbook for further clarification around certification and approved activities. 3.1.3 Additional educational assistant time must be approved and must not exceed eight (8) hours.

D:\Docs\2017-12-01\00b164cfde742e908672408b7c8400bf.doc Page 2 of 12 3.1.4 When outlining the program, use Form 210-14 Student Support Services Request for Special Program:

4. Assistive Technology 4.1 The student support team and the Student Support Services Consultant will determine the student’s needs and will complete Forms 210-17, a Technology Budget Application Template and a purchase order and submit to the Superintendent of Education for Student Support Services.

5. ACCESS Requests 5.1 The student support team and the Student Support Services consultant will determine the student’s needs relative to hearing or visual impairment. The Student Support Services Consultant is to complete Appendix C “Request Form: Consultation Services for Students with Hearing or Visual Disabilities” and/or Appendix D “Request Form for CNIB Services through ACCESS” and submit to the Superintendent of Student Support Services for approval.

6. Student Support Services Teams shall: 6.1 Provide a schedule outlining regular meeting times of student support teams, including regular meetings between administrators and student support teachers as well as meetings with the full student support teams. 6.2 Outline processes for identifying students requiring interventions using a problem-solving method that: 6.2.1 Defines the problem. 6.2.2 Determines why the problem exists. 6.2.3 Identifies interventions to solve the problem. 6.2.4 Uses frequent progress monitoring to determine if the intervention is working. 6.2.5 Modifies or changes the intervention when needed. 6.3 Meeting notes must be forwarded to the assigned Student Support Services Consultant.

7. Record of School Visits with Student Support Services Personnel 7.1 The Form 210-10 Student Support Services Consultation Notes provides a record of contact with students for school and student support services. Form 210-12 Record of Caseload Speech-Language/Occupational Therapy Services keeps the Superintendent responsible apprised of the ongoing caseload. 7.2 Counsellors complete Form 353-6 Record of School Visit Counselling Services each time they see a student. It is important to complete the information at the top of the page, including the date of birth, as this identifies the student. A checklist is provided to indicate the type of service provided, individuals with whom consultation has occurred, and follow- up. 7.3 Brief notes to provide some additional details regarding the nature of the contact are to be provided following Form 210-5 School Level Intervention Process Pre-Referral Checklist. 7.4 In addition to the signature provided by the team member, the forms may be signed by either the Principal or the student support teacher. 7.5 Copies are to be emailed to the Principal, Student Support Services Consultant and Superintendent of Education with responsibility for Student Support Services.

D:\Docs\2017-12-01\00b164cfde742e908672408b7c8400bf.doc Page 3 of 12 8. Informal Mediation 8.1 The parent/guardian is to contact the school level team regarding a student’s designation, placement or program by contacting the Principal. Every effort will be made to resolve concerns at this level. 8.2 If there is no resolution, the parent/guardian will involve the Superintendent responsible for Student Support Services. 8.3 If there is no resolution, the parent/guardian will involve the Director. 8.4 If there is no resolution, the Director may arrange for the appointment of a trained mediator to assist the parties. In making such decision the Director shall consider the following: 8.4.1 The wishes of the parents and their willingness to engage in the process; 8.4.2 Depending on the maturity of the student, the wishes of the student and student’s willingness to engage in the process; 8.4.3 The nature of the issues in question; 8.4.4 Other processes available to and/or undertaken by the parties; 8.4.5 Time constraints that might affect the educational programming to be provided to the student; 8.4.6 Availability of mediators; and 8.4.7 Any other factors that the Director may reasonably consider relevant to that matter. 8.5 The mediator shall invite the parents, the Director or designate, and any other parties that the mediator believes will assist in a resolution of the issue(s) to attend at least one (1) mediation session. Further sessions may be scheduled if agreed to by the Director and the parents. 8.6 All reasonable costs associated with the mediation will be covered by the Division. 8.7 The parents may at any time request a formal review pursuant to section 178.1 of the Education Act and upon such a request being made the Informal Mediation procedures shall terminate.

D:\Docs\2017-12-01\00b164cfde742e908672408b7c8400bf.doc Page 4 of 12 Administrative Procedures 210 - Appendix A Annual Student Support Teacher Calendar Adopted: June 28, 2011

Amended: August 27, 2013 External References: Internal References:

Start-up Checklist: School Year

The Administrator’s Role with the (Student Support Teacher) and the staff is to:

 Clearly establish, with student support teacher Student Support Team structure, role, and responsibility within the school.  Set regular meeting schedule for Student Support Teams; process for identifying students for discussion; meeting notes structure.  Set schedule for regular meetings with the student support teacher(s) to review programs and priorities.  Review accountability and responsibilities of all teachers to adapt to meet the learning needs of all students.  Review list of medical issues (personal care, allergies, medical plan). Arrange for staff training as needed.  Review and share with staff, Student Diversity Handbook, school level Response to Intervention (RTI), Form 210-5 School Level Intervention Process Pre-Referral Checklist and 210-6 Referral to Student Support Services.  Ensure that all Educational Assistants (EAs) have completed the Educational Assistant Handbook module(s). Review with staff the role of Educational Assistants (EAs) as well as evaluation procedures.

The (Student Support Teacher’s) Role with Staff is to:

 Review Administrative Procedures 210 Services for Students with Diverse Needs  Communicate teaching schedule and availability for support with staff.  Communicate with staff options and strategies for co-teaching.  Share pertinent student information with teachers; review electronic Inclusion & Intervention Plans (eIIPs) with teachers responsible.  Begin to develop Inclusion & Intervention Plans (eIIP) for new students and provide Form 210-4 Student Support Plan Adaptive Dimension/Differentiated Instruction templates to classroom teachers for use with diversity students.

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 Determine priorities/service delivery plan with administrators:  Consultation – 10-25%  Program Planning time – 40-60% Guideline  Tutorial program – 20%  Determine and review with Staff: . Review all Inclusion & Intervention Plans (eIIPs) and Student Support Plans with teachers; encourage and support implementation of strategies and accommodations in classrooms. . Be prepared to share information at each staff meeting. e.g. information from Student Support Team (SST) meetings, Professional Development.  Review list of students requiring intensive supports with the Student Support Services Consultant. Complete new Inclusion and Intervention Plan Rubric (Form 210-19) as required.  Review list of diversity students requiring classroom assistance and/or tutorial support.  Develop your timetable. Include time for consulting and team teaching and submit to the principal.  Review student files and refer classroom teachers to format assessment recommendations as needed.  Consult with administrator responsible for supervising student support services programs and develop Educational Assistant schedule. Ensure that collaboration time with classroom teachers and student support teacher is included in the EA schedule.  Ensure that Educational Assistants (EAs) are assigned to and working within classrooms to provide support for students with intensive needs.  Collaboratively plan with Student Support Services personnel where applicable.  Ensure that identified students are registered in the appropriate Ministry of Education modified (11, 21, 31) and alternative education (18, 28, 38) courses.  Ensure that identified students are registered in Functionally Integrated Program (FIP).  Review students on speech-language programs with classroom teacher(s) and speech-language pathologists and develop a plan to support programming.

Student Support Services Checklist October

 Determine priorities/service delivery plan with administrators:  Consultation – 10-15%  Program Planning time – 20-30% Guideline  Tutorial/Co-teaching – 50 -70%  Finish developing Inclusion & Intervention Plans (eIIPs) for newly identified students requiring intensive supports with teachers/parents.  Provide support to classroom teachers in developing Student Support Plans (SSPs) Form 210-4 Student Support Plan – Adaptive Dimension/Differentiated Instruction for students requiring diversity supports.  Submit an electronic copy of all Inclusion & Intervention Plans (eIIPs) to Student Support Services Consultant by October 15th for new students.  Reminder that all signed Inclusion & Intervention Plans (eIIPs) must be placed in cumulative file.  Prepare student information for first report card and/or plan for interviews with classroom teachers

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 Prepare progress reports for Intensive needs students for report cards as needed.  Attend parent/ teacher interviews where required.  By November 30th, make referrals for up-dated or new psycho-educational assessments for grade 12 students for post-secondary supports as required.  If necessary, begin planning for grade 8 or 9 students who may require modified and/or alternative programming in grade 10.  Review Inclusion & Intervention Plans (eIIP) goals with school team and parents.

 Participate in EYE (Early Years Intervention) post assessment meetings to identify at-risk students

Student Support Services Checklist December

 Ensure that identified students are registered in the appropriate Ministry of Education modified (11, 21, 31) and alternative education (18, 28, 38) courses.  Identify which students need transition plans to another school (i.e high school) in the fall. Begin dialogue with parents and school to ensure successful plans are developed.  Collaborate with teachers of grade 9 students who are being recommended for modified courses (Level 11) or alternative education (level 18) courses.  Ensure requests for accommodations for writing departmental examinations to Ministry of Education are submitted.

Student Support Services Checklist January

 In collaboration with classroom teachers, review secondary students who need accommodations for final exams.  Review exams, exam schedule, prepare adaptations and accommodations if necessary.  Prepare Progress reports for report cards for secondary level students, as needed.  If applicable, review eIIP goals with teachers and parents.

Student Support Services Checklist February/March/April

 With the principal and support team, consider projected class lists and supports required.  Facilitate transition planning for Intensive needs students.  Update and submit Inclusion and Intervention Plan Rubric forms (Form 210-4) to consultants prior to April 30th. Advise consultants of major changes to these forms. Any new requests must be completed with Student Support Services Consultant.  Identify and facilitate transitions/changes in programs. Arrange meetings, visitations, program recommendations. Complete all necessary forms.

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 Focus on Inclusion & Intervention Plans (eIIP) review meetings and program development for next year  Consultation – 10-30%  Collaborative teaching/Program Planning time – 40-50% Guideline  Tutorial program – 30%

 Complete program review team meetings.  Ensure those needing support for in-school transition have had opportunities to see their new environments.  Encourage teachers to complete Student Support Plans for diversity students. File in cumulative folder and share with the next year’s teacher(s).  Consult with administrator to finalize list of students who will need modified (11, 21, 31) and alternative education (18, 28, 38) courses, as well as Functional Integrated programs in the fall.  Complete progress for report cards as needed.  Submit an electronic copy of all Inclusion & Intervention Plans (eIIPs) to the Student Support Services Consultant by June 15th.  Arrange for exchange of information with receiving teachers.  Review allocation of assistive technology devices with Student Support Consultant and determine if updates or re-allocation is required.  Celebrate your hard work!

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Amended: August 2, 2013 External References: Internal References:  Form 210-17 Assistive Technology Team Meeting Template

Please note: Each situation is unique; therefore, these are guidelines under the discretion of the Student Support Services Consultant, in consultation with the student support team.

1. Guidelines for the Recommendation of a Device and Apps

Student Support Services will recommend the device for the student after consultation with the school team and consultant. A team meeting will be held using Form 210-17 Assistive Technology Team Meeting Template. The recommendation should come in the form of a consult note or a letter of recommendation. The recommendation should include the type of device, rationale and the Apps that will initially accompany the device.

A purchase order will then be completed by the Student Support Services Consultant and submitted to Superintendent of Education with responsibility for Student Support Services for approval. Initial Apps that the team recommended need to be on the purchase order.

2. Procedures of Responsibility when Receiving an iOS Device

Technology Supervisor Student Support Services School Team (Doug K) Consultant (Student Support Services Teacher, 21st Century Educators, and Classroom Teachers)  Order the iOS device and bill  Distribute iOS device to  Keep iTunes information and to the party indicated on the school team and deliver passwords within the school team purchase order iOS orientation (Student  Learn how to use the device and  Set up email account and Support Services the Apps associated with the Apple ID for device Consultant) device management  Deliver training on any  Request additional App training as  Set up iOS device Apps that are required  Install initial Apps requested recommended (Student  Put in Helpdesk tickets for with the device Support Services technical difficulties  Set restrictions as per AP personnel) 210 - Appendix B #4  Deliver device to Student Student Support Services Consultant and/or School Team will… Support Services Consultant  Maintains database of all  Determine ownership model most appropriate for student (see AP devices, serial numbers, 210 - Appendix B #5) locations, IDs, passwords, Perhaps layered for older students and non for younger students and security questions (as a recommendation)  Email all of the information (set restrictions if layered model is determined) listed above to the Student  Gift any future Apps that the team later decides on Support Services Consultant  Download Apps that are gifted later  Back up device to iCloud occasionally to save Apps

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3.1. Apps should be agreed upon by the School Team and Student Support Services personnel if purchased by the Division (including free Apps). The App must be relevant to the student’s program and academic/personal goals.

3.2. Each App must be individual to each student (as per licensing agreement).

3.3. Student Support Services Consultants, Student Support Services personnel, or members of the School Team can gift the actual App. The purchaser will apply for reimbursement through the appropriate channel.

4. Setting Restrictions

4.1. Settings → General → Passcode Lock (Off)

4.2. Settings → General → Restrictions → Enable a. Set a Restrictions Passcode and record with other iOS device data b. Set appropriate restrictions for the student.

4.3. Under “Allow”, turn Deleting Apps OFF

4.4. Under “Allowed Content” c. Ratings for Canada d. Music and podcasts - “clean” e. Movies, TV shows and Apps (age appropriate) f. Require password - “immediately” g. Accounts- don’t allow changes (Settings/General/Restrictions)  installing apps - set to “off”  deleting apps - set to “off”  In-App purchases - “off”  iCloud, Face Time, YouTube, Safari, Ping, Videos, Camera (At the discretion of the school team - some of these are already filtered at the school). Note: “e” may vary depending on the ownership model All other restrictions are at the discretion of the School Team, in consultation with Student Support Services personnel.

5. Ownership Models

5.1. Single iTunes Account Model  Division has the only itunes account on the device with school division Apps only

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6.1. Division keeps the iOS device a. The iOS device will be returned to the school after the student leaves. b. The iPad will be restored to original settings, and have the purchased Apps reinstalled, in order to erase any data from the previous student user. c. The Apps that were purchased with the school division iTunes account are the property of the Division and will remain with the device.

6.2. Student Purchases iOS Device a. The student or family will purchase the iOS device from the Division. The student will own the device only after the last day of school. b. Any Apps owned by the Division will be deleted from the iOS device, and all Division data will be purged. The student’s own Apps will remain on the device. c. In the event of customized Apps (and associated data), and when previously determined by the Student Support Services personnel and School Team, the Division may give the student the Apple ID used to manage Division-purchased Apps, so the student will retain all Apps on the device. In this situation, all passwords and restrictions will be removed or reset before the student takes possession of the iOS device and accounts.

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